Project Idea:
Students will create their plan for fulfilling their role in the world by creating a timeline of how they will arrive at their purpose in life.
Driving Question:
-How can we achieve our purpose in life?
Audience:
-Students will conference with adults on career day to find out how they came to their current career position. The adults who came to speak to the kids for career day will be invited to come back and serve as the audience for the students’ presentations of their career path plans.
Major Student Product:
-Students will create an interactive timeline to present their plans for arriving at their career paths. Timelines can include written entries, video entries, entries in the voki format, etc. Each entry will reflect the steps of the path toward the career and will include reasons for taking the step to arrive at their career goal. Students will research the best path they should take to reach their goal by comparing venues for effectiveness with producing effective members of a workforce. Resources: -The Invention of Hugo Cabret: A Novel in Pictures and Words by Brian Selznick
-pamphlets-college websites/pamphlets
-military websites
-student-selected and teacher-selected print resources
-student-selected and teacher-selected electronic resources
-Prezi, ppt, animoto, etc .(student-selected vehicle for timeline), voki, Google Earth
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
Prior Reading:
-
Entry Event:
I’ll share a short clip from the movie Hugo in which Hugo Cabret is discussing with his friend that he sees the world like a machine and that all machines are made with the exact right number of parts. He explains that he thinks that he must be a part of the machine and is important and serves a purpose. I’ll ask the kids to think about their purpose in life and will tell them about our career day and project.
Fieldtrip to Support Project:
-Career Day will serve as a field trip as students will rotate around to stations to conference with people holding different careers.
-Students will use Google Earth to take an interactive field trip to Paris, France.
Content/Curriculum:
Writing Standards K–5
Text Types and Purposes 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of
information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section
related to the information or explanation
presented.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are appropriateto task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1–3 above.)
5. With guidance and support from peers and adults,
develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach. (Editing for conventions should
demonstrate command of Language standards 1–3
up to and including grade 5 on pages 28 and 29.)
Research to Build and Present Knowledge 7. Conduct short research projects that use severalsources to build knowledge through investigation
of different aspects of a topic. 8. Recall relevant information from experiences orgather relevant information from print and digital
sources; summarize or paraphrase information
in notes and finished work, and provide a list of
sources. 9. Draw evidence from literary or informational textsto support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature
(e.g., “Compare and contrast two or more
characters, settings, or events in a story or a
drama, drawing on specific details in the text
[e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how
an author uses reasons and evidence to
support particular points in a text, identifying
which reasons and evidence support which
point[s]”).
Reading Standards for Informational Text K–5 Key Ideas and Details1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 3. Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical
text based on specific information in the text.
Integration of Knowledge and Ideas 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate
an answer to a question quickly or to solve a
problem efficiently. 9. Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
Reading Standards for Informational Text K–5
Craft and Structure
5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.
Integration of Knowledge and Ideas
7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
8. Describe how reasons support specific points the
author makes in a text.
9. Compare and contrast the most important points
presented by two texts on the same topic.
ReadingStandards for Literature K–5 Integration of Knowledge and Ideas:
7. Draw on information from multiple print or digital
sources, demonstrating the ability to locate
an answer to a question quickly or to solve a
problem efficiently.
9. Integrate information from several texts on the
same topic in order to write or speak about the
subject knowledgeably.
Range of Reading and Level of Text Complexity
10.By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 4–5 text complexity band
independently and proficiently.
Project Calendar:
Entry Event/Project begins on December 3rd, 2012. Advance calendar to December of 2012 to view calendar of project events.
Assessment: -Summative Assessment –
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations. -Formative Assessment–
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the end of two weeks based upon the checklist of requirements. An invitation to parents to check out their child’s work on their wiki will be included in the progress report.
~Students will upload their drafts, or a link to their draft, to the wiki at the end of each week. Students will be assigned a group for the week(which will change each week) and the members of the group will serve as audience members as each person presents their draft. Their audience members will provide two likes and two suggestions for improvement in the discussion tab of the student’s page. Each person of the group will have their turn as the presenter. Drafts will need to be renamed to avoid replacement on the students’ pages after revisions are made.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
I have a purpose!
Project Idea:
Students will create their plan for fulfilling their role in the world by creating a timeline of how they will arrive at their purpose in life.
Driving Question:
-How can we achieve our purpose in life?
Audience:
-Students will conference with adults on career day to find out how they came to their current career position. The adults who came to speak to the kids for career day will be invited to come back and serve as the audience for the students’ presentations of their career path plans.
Major Student Product:
-Students will create an interactive timeline to present their plans for arriving at their career paths. Timelines can include written entries, video entries, entries in the voki format, etc. Each entry will reflect the steps of the path toward the career and will include reasons for taking the step to arrive at their career goal. Students will research the best path they should take to reach their goal by comparing venues for effectiveness with producing effective members of a workforce.
Resources:
-The Invention of Hugo Cabret: A Novel in Pictures and Words by Brian Selznick
-pamphlets-college websites/pamphlets
-military websites
-student-selected and teacher-selected print resources
-student-selected and teacher-selected electronic resources
-Prezi, ppt, animoto, etc .(student-selected vehicle for timeline), voki, Google Earth
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
Prior Reading:
-
Entry Event:
I’ll share a short clip from the movie Hugo in which Hugo Cabret is discussing with his friend that he sees the world like a machine and that all machines are made with the exact right number of parts. He explains that he thinks that he must be a part of the machine and is important and serves a purpose. I’ll ask the kids to think about their purpose in life and will tell them about our career day and project.
Fieldtrip to Support Project:
-Career Day will serve as a field trip as students will rotate around to stations to conference with people holding different careers.
-Students will use Google Earth to take an interactive field trip to Paris, France.
Content/Curriculum:
Text Types and Purposes
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of
information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section
related to the information or explanation
presented.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development and organization are appropriateto task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1–3 above.)
5. With guidance and support from peers and adults,
develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach. (Editing for conventions should
demonstrate command of Language standards 1–3
up to and including grade 5 on pages 28 and 29.)
Research to Build and Present Knowledge
7. Conduct short research projects that use severalsources to build knowledge through investigation
of different aspects of a topic.
8. Recall relevant information from experiences orgather relevant information from print and digital
sources; summarize or paraphrase information
in notes and finished work, and provide a list of
sources.
9. Draw evidence from literary or informational textsto support analysis, reflection, and research. a. Apply grade 5 Reading standards
to literature
(e.g., “Compare and contrast two or more
characters, settings, or events in a story or a
drama, drawing on specific details in the text
[e.g., how characters interact]”).
b. Apply grade 5 Reading standards
to informational texts (e.g., “Explain how
an author uses reasons and evidence to
support particular points in a text, identifying
which reasons and evidence support which
point[s]”).
Key Ideas and Details1. Quote accurately from a text when explaining
what the text says explicitly and when drawing inferences from the text.
3. Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical
text based on specific information in the text.
Integration of Knowledge and Ideas
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate
an answer to a question quickly or to solve a
problem efficiently.
9. Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
Craft and Structure
5. Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.
Integration of Knowledge and Ideas
7. Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and clarify a text.
8. Describe how reasons support specific points the
author makes in a text.
9. Compare and contrast the most important points
presented by two texts on the same topic.
Integration of Knowledge and Ideas:
7. Draw on information from multiple print or digital
sources, demonstrating the ability to locate
an answer to a question quickly or to solve a
problem efficiently.
9. Integrate information from several texts on the
same topic in order to write or speak about the
subject knowledgeably.
Range of Reading and Level of Text Complexity
10.By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 4–5 text complexity band
independently and proficiently.
Project Calendar:
Entry Event/Project begins on December 3rd, 2012. Advance calendar to December of 2012 to view calendar of project events.
Assessment:
-Summative Assessment –
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations.
-Formative Assessment–
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the end of two weeks based upon the checklist of requirements. An invitation to parents to check out their child’s work on their wiki will be included in the progress report.
~Students will upload their drafts, or a link to their draft, to the wiki at the end of each week. Students will be assigned a group for the week(which will change each week) and the members of the group will serve as audience members as each person presents their draft. Their audience members will provide two likes and two suggestions for improvement in the discussion tab of the student’s page. Each person of the group will have their turn as the presenter. Drafts will need to be renamed to avoid replacement on the students’ pages after revisions are made.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The class will watch Hugo.